Thesis (D. Min)--Abilene Christian University, 2007. / Abstract and vita. Includes bibliographical references (leaves 88-91).

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.

Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1993. / Includes bibliographical references (leaves 205-209).

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 105-113). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves 105-113). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2001. / Appendix F in Spanish. Typescript. Vita. Includes bibliographical references (leaves 68-73). Also available on the Internet.

Thesis (D. Min.)--St. Vladimir's Orthodox Theological Seminary, 2002. / Abstract. Includes bibliographical references (leaves 131-132).

Thesis (D. Min.)--Biblical Theological Seminary, 2008. / Abstract. Includes bibliographical references (leaves 122-132).

For children with intractable epilepsy, surgery provides significant reduction in seizure frequency, with no significant declines in intellectual or behavioral functioning (Datta, et al., 2011). Prior to surgery, children must undergo a thorough assessment to determine the location of the seizure-focus and to evaluate risks of post-operative impairment (Lee, 2010). Currently, fMRI offers one of the most reliable and least invasive means of localizing language prior to surgery (McDonald, Saykin, William & Assaf, 2006). Dichotic listening, a behavioral task in which subjects are asked to listen to two competing stimuli simultaneously, offers a possible alternative for children who cannot complete fMRI studies. Previous studies have relied on research-based listening tasks and the type of quantitative analysis of the fMRI rarely available in the clinical setting. Instead, this study examined how well dichotic listening results predict language lateralization from fMRI within a clinical setting. Data were gathered through a records review of 13 children with intractable epilepsy referred to Austin Neuropsychology through the epilepsy treatment team at Dell Children’s Medical Center. Overall, children classified as atypical language dominance on the fMRI studies showed lower levels of right ear advantage on the dichotic listening measure. Despite this trend, a discriminant analysis using the dichotic listening results to predict fMRI classification showed no significant improvement over chance classification. A secondary analysis examined factors related to a child’s ability to complete an fMRI language study, comparing 12 children from the original sample with 6 children referred through the same process and over the same time period who could not obtain a successful fMRI determination of language lateralization. Overall, children who successfully completed the fMRI language studies showed a trend of lower levels of difficulty with behavioral regulation and higher levels of intelligence. Although the non-significant results highlight the limitations of dichotic listening as a clinical tool, the failure rate within the total sample, along with the information about the roles of intelligence and behavioral regulation, may help spur the development of alternative methods of language lateralization. / text

The purpose of the current study is to examine the contribution of technology to the teaching of music listening, to present a comprehensive account of the pertinent educational materials that have been developed in the past to assist teachers during the music listening activity, and to introduce a software application to make it easier for teachers to create music listening guides. The role of technology in the teaching of music listening can be examined in four major historical periods, each roughly corresponding to a quarter of the twentieth century. During the early 1900’s, the invention of the first devices that could reproduce sound – the player piano and the phonograph – allowed music teachers to include music listening activities in classroom music instruction. The largest companies in the player piano and phonograph industry formed educational departments that produced a plethora of educational materials that helped to spread the music appreciation movement throughout the country. The advent of the radio, followed by the television, constitutes the second historical period to be examined. Both inventions contributed to the establishment of music listening as an integral part of classroom instruction by broadcasting educational programs on a national scale, mostly in the form of youth concerts. Broadcasting companies also issued teacher guides and student workbooks to be used along with the programs. The third period in question concerns the second half of the past century, when several improvements in audio equipment made the production of extensive recorded listening libraries possible. At the same time, the development of new devices enabled the production of educational audiovisual materials, such as films, filmstrips, slides, and transparencies. The accessibility of personal computers marks the fourth and final historical period to be discussed. The new technology allowed the development of educational software for music listening. Most listening materials developed by publishers to accompany the new technologies dictate both the music literature and the musical concepts to be introduced to students. The author has programmed a pertinent computer application to help teachers create their own listening material - specifically, animated versions of listening maps. A description of the computer application and its capabilities are presented in the final chapter of the study. / text